Teacher Ratings of Students Physical Activity

Behaviour, Knowledge, Attitudes, Skill and

Fitness have Low to Moderate Association with
Direct Measures of Student Performance
P.E. Longmuir, C. Boyer, K. McClelland, M.S. Tremblay

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Physical Literacy Defined

Physical literacy is being defined here as the attributes,
characteristics, skills and behaviours that are related to
the capacity for, and commitment to, a healthy, active
lifestyle (CAPL)
Physical literacy is the motivation, confidence, physical
competence, knowledge and understanding to value and
take responsibility for engagement in physical activities
for life.
(International Physical Literacy Association)
3

Four Core Domains of CAPL

www.capl-ecsfp.ca
Physical
Competence
(32)

Physical
Activity
Knowledge
(18)

Daily
Behaviour
(32)

Motivation
for Physical
Activity
(18)

***Numbers under each domain reflect the scoring values, and contribute to an overall CAPL Score of out 100

What is CAPL?

Activity
guidelines
Pedometer
step counts
Daily
1000physical
< countactivity
< 30000 daily
Screen
time
Minimum
of 10 hours on 3 days
Activity
predilection
Safety
during
activity
Reportedsubscale
sedentary
Predilection
of time
CSAPPA
Use
of
safety
gear
during
activity
Self-reported
screen time
Activity
adequacy
Motor
skill
Physical
activity
terminology
Weekdays/evenings/weekends
Adequacy
subscale
of CSAPPA
Obstacle
course
score
and time
Meaning
of
healthy
Self-reported
Comparison
to MVPA
peers
Aerobic
endurance
Endurance
or
aerobic
fitness
How
many
days
mins
How
active
are
you>60
PACER
shuttle
run
Muscular
strength
or
endurance
How
skilled
are you
Body
composition
Training
to
improve
fitness
Benefits
Height to barriers ratio
How
to improve
fitness
A Weight
reason
I am active
is
How
to
improve
skill
A Waist
reasoncircumference
I am not active is
Preference
for leisure
time
Musculoskeletal
fitness
After
what would you do
Gripschool
strength
Plank isometric hold
Sit and Reach flexibility
5

Methods and Participants

495 students (51% ) in grades 4, 5 or 6 (8 to 12 yrs)
and their 24 teachers from 9 schools
Students completed all CAPL protocols
Teachers rated each student on 8 parameters:
Knowledge/attitude for physical activity behaviour
Knowledge/attitude for physical fitness
Knowledge/attitude for physical activity skill
Self-perceived adequacy for physical activity
Predilection for physical activity
Teacher ratings were from 1 (low) to 10 (high)
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Comparison to Teacher Ratings

Teacher Ratings1
Student
Performance

Behaviour
Knowledge

Behaviour
Attitude

Fitness
Fitness
Knowledge Attitude

Skill
Knowledge

Skill
Attitude

Physical Activity
Adequacy

Predilection for
Physical Activity

Self-Reported
0.17*
0.18*
----------Screen Time
(416)
(416)
Daily Steps by
0.05
0.09
----------Pedometer
(345)
(345)
Sit and Reach
----0.26*
0.20*
------Flexibility
(441)
(441)
Handgrip
----0.01
0.09
------Dynamometry
(440)
(440)
Plank Isometric
----0.30*
0.29*
------Hold
(425)
(425)
PACER Endurance
----0.31*
0.38*
------Shuttle Run
(432)
(432)
Can. Agility &
--------0.45*
0.43*
--Movement Skill
(400)
(400)
Adequacy for
------------0.41*
Physical Activity
(422)
Predilection for
--------------0.36*
Physical Activity
(416)
Body Mass Index -0.02
-0.02
-0.09
-0.09
-0.05
-0.07
-0.08
-0.11
z-score
(424)
(424)
(424)
(424)
(424)
(424)
(424)
(424)
Waist
-0.08
-0.11
-0.24*
-0.23*
-0.21*
-0.22*
-0.22*
-0.21*
Circumference
(425)
(425)
(425)
(425)
(425)
(425)
(425)
(425)
1 Teacher response on a scale from 1 (low) to 10 (high); Can. Agility & Movement Skill = Canadian Agility and Movement Skill
Assessment
( ) = number of student/teacher pairs included in the analysis
* = correlations significant p<0.001

-------------

-----

Conclusions
Students were representative of Canadian children
(27% overweight/obese; 23% to 44% met
recommended performance levels)
Moderate correlations for agility and movement skill,
adequacy and predilection, with ratings increasing as
waist circumference decreased
Low to moderate correlations for behaviour and
fitness measures
Teacher ratings were not associated with daily steps
8

Conclusions
Teacher ratings should not be used as a proxy measure
of student performance.

Thank You for Your Attention

Questions or Comments?
Dr. Pat Longmuir
plongmuir@cheo.on.ca
613-738-3908
www.capl-ecsfp.ca
9

Support from

Active Healthy Kids Canada

Physical and Health Education Canada
Canadian Institutes of Health Research
Champlain Cardiovascular Disease Prevention Network
Champlain Local Health Integration Network
Childrens Hospital of Eastern Ontario Research Institute
Ontario Ministry of Health Promotion
Ontario Ministry of Tourism, Culture and Sport
Ontario Physical and Health Education Association
Ontario Trillium Foundation
Ontario Sport and Recreation Community Fund of the Ministry of Culture, Tourism
and Sport
Ottawa Catholic School Board
ParticipACTION
RBC
Upper Canada District School Board
Mitacs
Public Health Agency of Canada
Heart and Stroke Foundation of Ontario

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Interpreting the CAPL

Excelling

Children who are excelling in their physical literacy journey have the physical

*exceeds minimum

competence, knowledge, motivation or daily behaviours that are associated

level recommended*

with substantial health benefits. Encouragement and support will enable them
to continue to excel as they grow and develop.

Achieving

Children who are achieving physical literacy have the physical competence,

*meets minimum

knowledge, motivation or daily behaviours that are usually associated with the

level recommended*

health benefits of a physically active lifestyle. Encouragement and support will

enable them to continue their physical literacy journey towards excellence.

Progressing

Children who are progressing in their physical literacy journey have the physical

*similar to typical

competence, knowledge, motivation or daily behaviours that are typical for

performance of same- children of the same age. Their progress towards greater physical literacy will
age peers*

enhance the health benefits that they are likely to achieve.

Beginning

Children who are beginning their physical literacy journey are just starting to

*limited physical

acquire the physical competence, knowledge, motivation or daily behaviours

literacy compared to

needed for a physically active lifestyle. Their progress towards greater physical

same-age peers*

literacy will likely require significant support and encouragement.

11

12

CAPL-RBC
Assessment of approximately 12,000
children.
Recruitment of 12 Sites across
Canada.
Each site utilizes the CAPL for
surveillance of childrens physical
literacy levels.
Funding From:
RBC
Mitacs Accelerate Cluster Grant
Public Health Agency of Canada
16

Next Milestone - 2016

CAPL RBC Project
12 sites across Canada
Approximately 12,000 Canadian children

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